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Teaching Invitational Theory within the Context of a New Zealand Polytechnic
No full textRelevant examples of practice and case studies are used to clarify andexplicate the theoretical framework and to illustrate the success of InvitationalTheory as one of the theories taught in The Waikato Polytechnic’sDiploma of Adult Learning and Teaching. The paper concludesby pointing out a number of challenges Invitational Theory poses foradult educators in general and New Zealand Polytechnic lecturers inparticular
The Self According to Allan Bloom and Charles Reich
No full textInvitational theory is derived from self-theory as promulgated primarily by Combs, Richards, and Richards (1988), Kelley (1962), Maslow (1968), and Rogers (1983). Two other writers, Charles Reich (1970) and Allan Bloom (1987), have contributed to the dialogue of self-theory as it is applied in our culture. Reich believed that the self was the essence of humanity and that it was being abused by the corporate state. Bloom believed the focus on the self contributed to cultural relativism that lowered standards. These views have helped to shape current social and political debates. It is our responsibility to extend self-theory to insure that its cultural role is clearly interpreted and applied
Don\u27t Fight, Mediate
No full textPeer mediation offers a way for students to settle disagreements without violence and without involving the traditional system of school discipline (Davis & Porter, 1985). Simply put, peer mediation offers another way for students to handle the inevitable conflicts of daily school life. Students trained as mediators help other students resolve disputes in a collaborative, win-win form of conflict resolution. In this way, students play a vital role in reducing violent behaviors and creating "safe schools." In this article, I present one high school mediation program that has been implemented and evaluated. First, a brief background about peer mediation is necessary
Challenge, Confrontation, and Exhortation as Intentional Invitations by Professional Helpers
No full textThis article examines intentional invitations that challenge, confront, exhort, and otherwise persuade people to change their behaviors, take emotional risks, and reach for higher life goals. The assumption that the sender controls the "intention," while the receiver determines the degree of "inviting," is considered within the context of these provocative messages. Elements of the invitational model are suggested as a framework to create acceptable inducements in the helping process. Additional safeguards are recommended to insure the integrity and welfare of the people being helped
Private Victories to Enhance Your Self-Esteem: A Principal\u27s Guide to Success
No full textThe authors propose a few straightforward guidelines which can help enable educators in leadership positions deal with the occupational hazard of too much stress. Use of these guidelines can lead to private victories over stress; the processes of consciously choosing healthy ways to think and act that can enhance self-esteem and fend off burnout. Each guideline is illustrated by an actual vignette from an educational leader who has learned how to avoid some thinking fallacies that could erode their self-esteem and leadership effectiveness
Using Invitational Learning to Address Writing Competence for Middle School Students with Disabilities
No full textThis study describes the process of creating an Invitational Learning environment to improve the writing competence of middle school students in two special education classes. Teacher-student interactions were coded according to Purkey and Novak’s (1996) Intentionality/Invitation Quadrant with levels corresponding to intentionally disinviting, unintentionally disinviting, unintentionally inviting, and intentionally inviting. After only two training sessions, teacher-student interactions were markedly more inviting
Is the Great American Teacher Dead? Principles to Resurrect Meaningful, Effective, and Consciousness Raising Instruction
No full textA couple of decades ago, a visiting anthropologist agreed with some U.S. authors that the American intellectual on university campuses is basically dead and his/her demise is reflected in the superficial, boring, and uninspiring content to which students are exposed. More recent evidence indicates that things have not changed very much. In this article, I attempt to provide ways in which the great American teacher can be resurrected through the use of meaningfulness, metacognition, Transformative Education, cultural introspection, cross-cultural exploration, brain research, Invitational Education, and the study of human universals extant in all cultures
Research? Why? For Whom? Inviting University Alumni to Help Bridge the Gap between Research and Practice
No full textStudies indicate that mental health research publications areinfrequently read by counseling practitioners because mostbelieve that published research is not relevant to practice.Though they perceive a need for research studies, practitionersrarely undertake their own studies. The purpose of thisarticle is to help close the gap between the university researchcommunity and practitioners by proposing the development ofa faculty/alumni research alliance program based on invitationaltheory
Humor in Counseling: A Review and Examination from an Invitational Perspective
No full textIntegrating humor into counseling situations can be beneficial to the counseling process. This article presents and discusses some of these benefits and their applications as well as precautions to take into consideration when using humor in clinical settings. The therapeutic uses of humor are examined from the perspective of invitational theory. The author suggests that humor is a clinical tool that is inherently inviting, and thus has high potential for utility in invitational counseling
Six Myths About Self-Esteem
No full textSelf-esteem has been targeted as being responsible for children\u27smediocre performances in academic, social, and moral areas. What manyhave come to believe about self-esteem, however, is known as "feel-good"self-esteem. This view of self-esteem has given us a deceptive, one-sidedview of self-esteem and is responsible for perpetrating a number of mythswhich are discussed and dispelled in this paper. The more dynamiccomponent of self-esteem, inner self-esteem, based on children\u27s actualcompetencies, has been overlooked for decades. Inner self-esteem isenhanced by helping children develop the necessary skills to succeed inschool and act in socially-competent and morally-responsible ways whichleads to "competency-based" self-esteem. Competency-based self-esteemis enhanced by meeting challenging standards and expectations and bybehaving in socially-valued ways